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This three-part lab helps learners understand the essential principles governing diffusion and osmosis.

In this activity, learners use a microscope to examine three different microbes: bacteria, yeast and paramecia. Educator will need to prepare the yeast solution one day before the activity.

In this lab, learners evaluate the relative effectiveness of various chemical substances (i.e. garlic powder, bathroom cleaner, mouthwash, etc.) as antimicrobial agents.

Extract your DNA from your very own cells! First, learners swish salt water in their mouth to collect cheek cells and spit the water into a glass.

In this four-part activity, learners explore how the body works and the chemistry that happens inside living things.

In this series of exercises, learners predict the conditions necessary for bacterial growth, test their predictions and at the same time practice the aseptic techniques and safety procedures needed wh

In this astrobiology activity (on page 11 of the PDF), learners consider what organisms need in order to live (water, nutrients, and energy).

This is an activity (located on page 3 of the PDF) about the mixture of materials in bone and how they affect its strength.

In this activity, learners perform a simulated blood test procedure.

Through discussion and hands-on experimentation, learners examine the geological (ancient) carbon cycle.

In this activity (on page 142 of the PDF), learners will compare breathing rates before and after hyperventilation to explore how reduced carbon dioxide levels in the blood lower the need to breathe.

This laboratory exercise is designed to show learners how DNA can easily be extracted from wheat germ using simple materials.

In this activity related to microbes, learners make slides of cells from an onion skin and Elodea (American or Canadian waterweed) to observe under a microscope.

In this activity, learners extract DNA from a strawberry and discover that DNA is in the food they eat.

In this activity, learners extract DNA from their own cheek cells, then create a rudimentary DNA profile similar to those seen on crime scene dramas.

In this four-part laboratory exercise, learners investigate properties of Tobacco mosaic virus (TMV) including (1) symptoms induced by the virus in susceptible plants at the macroscopic and microscopi

In this activity, learners perform an experiment that models a chromatography-like process called electrophoresis, a process used to analyze DNA.

In this activity on page 6 of the PDF (Get Cooking With Chemistry), learners investigate yeast. Learners prepare an experiment to observe what yeast cells like to eat.

In this activity, learners cut wells in JELL-O© and load the wells with different detergent solutions.

This experiment allows learners to experience a small scale "epidemic," demonstrating the ease with which disease organisms are spread, and enables learners to determine the originator of the "epidemi